Exploring student roles in mixed-proficiency triads for dialogic peer feedback learning

Profiling Self-Assessment in Undergraduate Interpreting Learning: A Longitudinal Cluster Analysis

Investigating student interpreters' emotional component of aptitude: a mixed method approach

On the equivalence of the Nernst theorem and its consequence

Rather to receive praise than criticism? Understanding students' perceptions of feedback valences in academic writing

Comparing motivational features between feedback givers and receivers in English speaking class

Masked ball for all: how anonymity affects students' perceived comfort levels in peer feedback

More enjoyable to give or to receive? Exploring students' emotional status in their peer feedback of academic writing

Two Heads Better than One? Exploring the Co-teaching of Intercultural Competence by NES and NNS Teachers

Assessing the fidelity of consecutive interpreting The effects of using source versus target text as the reference material

NNS and NES Teachers' Co-teaching of Interpretation Class: A Case Study

Exploring how rubric training influences students' assessment and awareness of interpreting

Exploring native English teachers? and native Chinese teachers? assessment of interpreting

Interpreting quality as evaluated by peer students

Psycholinguistic and cognitive inquiries into translation and interpreting

Task Equivalence in Speaking Tests

Interdisciplinarity in Translation and Interpreting Process Research

Aptitude for interpreting